El aprendizaje basado en proyectos y su influencia en estudiantes de educación básica: revisión sistemática

Project-Based Learning and its Influence on Basic Education Students: A Systematic Review

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Introducción: El aprendizaje basado en proyectos (ABP) se ha consolidado como un enfoque pedagógico orientado a transformar las prácticas educativas tradicionales, promoviendo aprendizajes activos, contextualizados y centrados en el estudiante. Objetivo: Analizar la influencia del aprendizaje basado en proyectos en el aprendizaje de estudiantes de educación básica. Metodología: Se realizó una revisión sistemática de literatura mediante el método PRISMA. Se seleccionaron 30 artículos originales publicados entre 2022 y mayo de 2026, recuperados de las bases de datos Scopus, Web of Science y SciELO. Los estudios fueron analizados considerando los principales efectos del ABP en los procesos de aprendizaje y sus condiciones de implementación. Resultados: Los hallazgos evidenciaron que el aprendizaje basado en proyectos favorece el desarrollo del pensamiento crítico, incrementa la motivación estudiantil y mejora el logro académico. Asimismo, se identificaron diferencias según el área disciplinar y el nivel de integración de tecnologías digitales. Las tendencias actuales muestran un crecimiento de propuestas que articulan el ABP con enfoques STEM y ambientes virtuales de aprendizaje. Conclusiones: El aprendizaje basado en proyectos constituye una estrategia pedagógica pertinente para fortalecer aprendizajes significativos en educación básica, al promover participación activa, autonomía y construcción colaborativa del conocimiento. Sin embargo, se requiere ampliar la evidencia mediante estudios longitudinales y contextuales que permitan valorar su impacto sostenido en diferentes realidades educativas.
Introduction: Project-Based Learning (PBL) has emerged as a cornerstone pedagogical approach designed to transform traditional educational practices by fostering active, contextualized, and student-centered learning environments. Objective: To analyze the influence of Project-Based Learning on student learning outcomes within basic education settings. Methodology: A systematic literature review was performed following the PRISMA guidelines. Thirty original articles published between 2022 and May 2026 were retrieved from the Scopus, Web of Science, and SciELO databases. The selected studies were analyzed focusing on the primary effects of PBL on learning processes and the specific conditions required for its effective implementation. Results: The findings demonstrate that Project-Based Learning fosters critical thinking development, enhances student motivation, and improves academic achievement. Moreover, variations were identified based on disciplinary areas and the degree of digital technology integration. Current trends highlight an increasing shift toward instructional models that integrate PBL with STEM approaches and Virtual Learning Environments (VLEs). Conclusions: Project-Based Learning constitutes a highly pertinent pedagogical strategy for bolstering meaningful learning in basic education by promoting active participation, autonomy, and the collaborative construction of knowledge. However, there is a pressing need for further evidence through longitudinal and contextualized studies to evaluate its sustained impact across diverse educational landscapes.

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Gutiérrez Baltazar, J. R. (2026). El aprendizaje basado en proyectos y su influencia en estudiantes de educación básica: revisión sistemática. Revista Tribunal, 6(16), 1-19. https://doi.org/10.59659/revistatribunal.v6i16.519
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
Sección
Artículos de Revisión
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Gutiérrez Baltazar, J. R. (2026). El aprendizaje basado en proyectos y su influencia en estudiantes de educación básica: revisión sistemática. Revista Tribunal, 6(16), 1-19. https://doi.org/10.59659/revistatribunal.v6i16.519

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